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Concept Mapping Lave and Wenger's "Situated Learning: Legitimate Peripheral Participation"

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Concept maps based on Lave, Jean and Wenger, Etienne (1991), Situated Learning: Legitimate Peripheral Participation (Cambridge: Cambridge University Press).

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Concept Mapping Lave and Wenger's "Situated Learning: Legitimate Peripheral Participation"

  1. 1. Concept Mapping Lave & Wenger’s “Legitimate Peripheral Participation”* Kristoffer Greaves Deakin University @pleagletrainer *Lave, Jean and Wenger, Etienne (1991), Situated Learning: Legitimate Peripheral Participation (Cambridge: Cambridge University Press).
  2. 2. The Big Picture
  3. 3. Legitimate Peripheral Participation?
  4. 4. “Apprenticeship” and Situated Learning
  5. 5. Practice, Person, Social World
  6. 6. LPP in Communities of Practice authority varies across communities of practice master/apprentice Structuring Resources for Learning in Practice LPP in Communities of Practice absorb being culture of practice absorbed Place of Knowledge: conduct Participation, Curricula, Communities of Practice Problem of Access: Transparency & Sequestration Discourse + Practice relations means of displacement Contradictions + Change: Continuity & Displacement Motivation + Identity: Effects of Participation learning resources vary - not just pedagogical de-centre a way of learning common notions of mastery & pedagogy participation time participants structure opportunities learning curricula teaching goals everday practice from learners’ POV instruction for newcomers supplies + constrains everyday practice from instructors’ POV community knowledge + skill social relations histories reproduction cycles definition claims learning through centripetal participation in learning of ambient community access by newcomers always problematic engagement with practice technologies signifies access connects to history of practice participates in culture of practice dialectical relation of productive activity + understanding visibility + invisibility control + selection sequestration of newcomers folk epistemology of “abstract” v “concrete” knowledge discursive operations verbal instruction “special” + “effective” scope of understandings observation + imitation learning to speak as member of C.O.P language use “apprenticeship” “war stories” literal & narrow understandings talking “about” cf talking “within” practice constitutive of content of learning participate in both: C.O.P & productive newcomers need access activities to broad arrays of mature practice self evaluation newcomers’ sense of value of work to C.O.P becoming part of + belonging to C.O.P central question underlying historical understanding focus on structure of social practice learning less focus on pedagogical structure process of increasing motivation primary motivation for learning? YES NO “didactic caretakers” assume responsibility for motivation learners as “objects of change” “schooling” commodification of learning exchange value of learning cf use value of learning changes in cultural identity & social relations learning & teaching as independent analytic concepts dissociation possible mismatch/conflicts between practitioners’ views of learning contradiction where LLP is means of continuity learning family schooling
  7. 7. Created for study and discussion by Kristoffer Greaves PhD Candidate – Deakin University July 2014 @pleagletrainer

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